Garfield-Palouse High School: A Promising Practice in Creating an Inclusive High School Science Lab

George Landle is a science teacher at Garfield-Palouse High School in Palouse, Washington. Having a student who uses a wheelchair made him aware of difficulties experienced by students with mobility impairments as they attempt to access standard science lab stations. The stations in his lab were all built at a height that required students to sit on stools or stand to use them.

With funding from a DO-IT AccessSTEM Minigrant, Mr. Landle created a lab station that allows a student with a mobility impairment to participate in high school biology, chemistry, and physics lab activities from a seated position. Mr. Landle purchased an adjustable lab station, a lap-top computer with assistive technology, a microscope and flexicam, and appropriate beaker, slides, and safety equipment. Mr. Landle integrated the accessible station within the lab, so a student using the new station can work side-by-side with classmates.

The inclusive science classroom at Garfiled-Palouse High School is a promising practice because it allows students with mobility impairments to fully participate in science labs with their non-disabled peers.

AccessSTEM mingrants were funded under The Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics (AccessSTEM, Research in Disabilities Education award # HRD-0227995).